|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
This course studies how children become capable adult members of their societies. Readings will include ethnographic studies, mythology, and folklore. Topics include models and theories of enculturation, family types, kinship systems, initiation rituals, rites of passage, child-rearing practices, personality and culture, and models of cultural transmissions. This is an elective course. Prerequisite: sophomore standing. III A
-
4.00 Credits
The study of a topic or area of inquiry not treated fully in other courses. Topics may be historical, theoretical, or practice-oriented. Some travel courses may be included. Topics change. May be repeated for credit if topic is different. Standard or CR/NC grading.
-
4.00 Credits
Acquaints the student with issues related to the construction of gender in literature for children and young adults. The focus may change from term to term, so that gender issues in specific genres can be explored in-depth. Students will complete group projects and reflections on films and readings. Prerequisite: EDU 2004, EDU 2024 or WS 1004 or permission of instructor. Also listed as WS 2314. IV
-
4.00 Credits
Examines issues related to immigrant children who represent linguistic and cultural diversity within American schools. Students engage in a focused study of immigrant populations in order to better understand the experience of immigrant children who often must straddle two conflicting worlds as they make their way through American public education. This course is an education elective. Field work in schools involving children from immigrant populations is a requirement. Prerequisite: EDU 1004. IV
-
4.00 Credits
Familiarizes teacher education students with the cognitive and linguistic foundations of literacy development with an emphasis on the primary school child. Students will become acquainted with various programs of reading and language arts instruction, but the balanced literacy approach will be emphasized. Students will construct integrated learning experiences that foster language development and promote increased skill in reading, writing, and speaking. They will learn how to integrate literacy activities into specific subject areas such as mathematics, social studies, science, and art. Study of children's literary texts, both fiction and nonfiction, will be emphasized. Requires 10 field hours and lab. Prerequisite: Admission to Education Program or permission of program director.
-
4.00 Credits
Familiarizes the teacher education student with the cognitive and linguistic foundations of literacy development with an emphasis on language development of the middle and secondary school student. Various programs of reading and language arts instruction are viewed, but the whole language method is emphasized. In addition, the course emphasizes instructional methods which support learning in middle and/or secondary school environments. The teacher education student will construct integrated learning experiences which foster language development and promote increased communication skill in reading, writing, and speaking. Students learn about integrating literacy activities with content area learning in specific subject areas such as mathematics, history, biology, English, foreign language, and other subject areas of middle and secondary school environments. Study of texts, both fiction and non-fiction, written for adolescents and/or young adults is emphasized. Requires 8 field hours and lab. Prerequisite: Admission to Education Program or permission of instructor.
-
4.00 Credits
Students will learn how to prepare and assess interactive learning experiences that integrate various subject concepts and processes appropriate for diverse learning levels. Attention will be given to selecting, integrating, and translating knowledge and methodology from the social sciences, music, art, and literature into activities that are appropriate for learners, including those with exceptionalities. Students will also learn to be sensitive to gender and ethnic issues. Professors from other disciplines collaborate in teaching this course. Requires 8 field hours and lab. Prerequisite: Admission to Education Program or permission of program director.
-
4.00 Credits
Focuses on teaching science in the elementary classroom with an emphasis on both science content (science topics appropriate for elementary learners recommended by state and national standards) and on pedagogy. Major topics include: children as scientists, constructivism in science education, the role of discourse in science teaching, science processes, science for diverse populations, technology, and assessment of student learning. A companion component of the course focuses on the integration of physical movement into classroom learning activities. Professors from other disciplines collaborate in teaching this course. Requires 10 field hours and lab. Prerequisite: Admission to Education Program or permission of program director.
-
4.00 Credits
Focuses on the pedagogy appropriate for mathematics teaching for primary through middle grades. Students explore the research and theory relevant to appropriate teaching practices for mathematics. Students also examine the process and content standards which are outlined by the National Council of Teachers of Mathematics. Course topics include but may not be limited to: children's mathematical reasoning, problem-solving, teaching with manipulative math materials, embracing diversity in mathematics teaching, technology, and the assessment of student learning. Requires 10 field hours and lab. Prerequisite: EDU 2104.
-
4.00 Credits
Prepares prospective teachers to develop a comprehensive understanding of the development of young adolescents. Attention will focus on the physical, social, emotional, intellectual, and moral characteristics and risk behaviors of young adolescents as expressed in both social and school contexts. This understanding becomes part of a rationale for and the function of middle-level philosophy. Prospective teachers will develop an understanding of their roles as middle-level teachers, coaches, mentors, sponsors, and guides who understand and can facilitate healthy growth and development of young adolescents. They will also develop an understanding of the design of appropriate middle-school learning environments including flexible grouping and scheduling, teacher-based guidance programs, electives, exploratory experiences, clubs, community service, and work with families. Requires 10 field hours. Prerequisite: Admission to Education Program or permission of instructor.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Cookies Policy |
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|